基于一流课程建设的设施园艺学教学过程改革与实践——以广东海洋大学设施园艺学课程为例

Reform and Practice of Teaching Process in Facility Horticulture Based on First-Class Course Construction—Taking Facility Horticulture Course of Guangdong Ocean University as an Example

摘要: 设施园艺学是园艺专业的核心课程，具有多学科交叉、实践性强、知识更新快等特点。在一流课程建设背景下，针对传统教学中存在的教学内容与产业需求脱节、教学模式单一、实践教学薄弱、考核评价不够科学等问题，课程组从线上课程资源建设、混合式教学设计、实践教学强化、课程思政融入和考核评价体系构建等五个方面进行了系统改革探索。为科学验证改革效果，本研究采用实验研究设计，以2022级(未实施改革)学生为对照组，2023级(实施改革)学生为实验组，运用独立样本t检验对两届学生的课程总评成绩进行比较分析。经过多轮教学实践，学生的学习主动性和综合能力得到显著提升，课程获评校级教育教学改革项目立项建设。本文总结了改革的具体做法与实践成效，并在反思改革局限性与挑战的基础上，提炼了针对实践性农科课程的“五维驱动”教学改革模型，以期为同类涉农专业课程建设提供参考。

Abstract: Facility Horticulture is a core course for horticulture major, characterized by strong interdisciplinary integration, practical applicability, and rapidly evolving knowledge. Against the backdrop of first-class course construction, to address the problems in traditional teaching—such as disconnection between course content and industrial needs, monotonous teaching modes, insufficient practical training, and unscientific assessment methods—the course team has carried out systematic reforms in five aspects: online course resource development, blended teaching design, practical teaching enhancement, curriculum ideological and political education integration, and assessment system reconstruction. To scientifically verify the effectiveness of the reform, this study adopted an experimental research design, using the 2022 cohort (without reform) as the control group and the 2023 cohort (with reform) as the experimental group. An independent samples t-test was employed to compare the overall course scores between the two cohorts. After several rounds of teaching practice, students’ learning initiative and comprehensive abilities have been significantly improved, and the course has been approved as a university-level teaching reform project. This paper summarizes the specific reform measures and practical outcomes, and on the basis of reflecting on the limitations and challenges of the reform, abstracts a “Five-Dimensional Driven” teaching reform model for practical agricultural courses, aiming to provide references for similar agricultural-related course construction in other institutions.